Analyzing Comparing and contrasting Classification/definition Determining parts-whole relationships Sequencing Finding reasons and conclusions Uncovering assumptions Evaluation Assessing basic information Determining the reliability of sources Determining the accuracy of sources Well-founded inferences The use of evidence Deduction Decision Making What makes a decision necessary? What are my options? What are the likely consequences of each option? How important are the consequences? Which option is best in light of the consequences? Monitor and review your decision and ask, are there any necessary adjustments? Problem Solving What is the Problem? What Are the Alternatives? What Are the Advantages and/or Disadvantages of Each Alternative? What Is the Solution? How Well Is the Solution Working? Reasoning The type of thinking that uses arguments - reasons in support of conclusions to decide, explain, predict, and persuade.

Analyzing (Module 1-7) Comparing and contrasting Classification/definition Determining parts-whole relationships Sequencing Finding reasons and conclusions Uncovering assumptions Evaluation (Module 1-7) Assessing basic information Determining the reliability of sources Determining the accuracy of sources Well-founded inferences The use of evidence Deduction Decision Making (Module 2, 6 &amp; 7) What makes a decision necessary? What are my options? What are the likely consequences of each option? How important are the consequences? Which option is best in light of the consequences? Monitor and review your decision and ask, are there any necessary adjustments? Problem Solving (Module 2 &amp; 7) What is the Problem? What Are the Alternatives? What Are the Advantages and/or Disadvantages of Each Alternative? What Is the Solution? How Well Is the Solution Working? Reasoning (Module 1-7) The type of thinking that uses arguments - reasons in support of conclusions to decide, explain, predict, and persuade.

Universal intellectual (Critical) standards are standards which must be applied to thinking whenever one is interested in checking the quality of reasoning about a problem, issue, or situation. To help students learn them, teachers should pose questions which probe student thinking, questions which hold students accountable for their thinking, questions which, through consistent use by the teacher in the classroom, become internalized by students as questions they need to ask themselves. The ultimate goal, then, is for these questions to become infused in the thinking of students, forming part of their inner voice, which then guides them to better and better reasoning. While there are a number of universal standards, the following are the most significant: (Source: http://www.fctl.ucf.edu/tresources/content/Ruland-CriticalThinkingStandards.pdf)

Clarity is the gateway standard. If a statement is unclear, we cannot determine whether it is accurate or relevant. In fact, we cannot tell anything about it because we don&apos;t yet know what it is saying.

A statement can be clear but not accurate, as in “This chicken weighs over 300 pounds.&quot;

A statement can be both clear and accurate, but not precise, as in “Yao Ming is tall!&quot; (We don&apos;t know how Tall Yao Ming is. E.g. Precise = Yao Ming is 2.29 (7-6) meters tall. )

A statement can be clear, accurate, and precise, but not relevant to the question at issue. For example, students often think that the amount of effort they put into a course should be used in raising their grade in a course. Often, however, the &quot;effort&quot; does not measure the quality of student learning, and when this is so, effort is irrelevant to their appropriate grade.

A statement can be clear, accurate, precise, and relevant, but superficial (that is, lack depth). For example, the statement &quot;Just say No&quot; which is often used to discourage children and teens from using drugs, is clear, accurate, precise, and relevant. Nevertheless, it lacks depth because it treats an extremely complex issue, the pervasive problem of drug use among young people, superficially. It fails to deal with the complexities of the issue.

A line of reasoning may be clear accurate, precise, relevant, and deep, but lack breadth (as in an argument from either teacher or student standpoint which gets deeply into an issue, but only recognizes the insights of one side of the question.)

When we think, we bring a variety of thoughts together into some order. When the combination of thoughts are mutually supporting and make sense in combination, the thinking is &quot;logical.&quot; When the combination is not mutually supporting, is contradictory in some sense, or does not &quot;make sense,&quot; the combination is not logical.

Transcript of "Introduction to critical thinking"

2.
Question?Question?
Why doWhy do YOUYOU studystudy
for a Degree?for a Degree?
Why doWhy do YOUYOU studystudy
for a Degree?for a Degree?

3.
Do You Agree With This Statement?Do You Agree With This Statement?
“Some people study all their life
and at their death they have
learned everything except tolearned everything except to
THINKTHINK”
– Francois Domergue
Why?Why?

4.
Do You Agree?Do You Agree?
Why is
Imagination
so Important?
I Need input
from you!

5.
Why does UNITAR have this course?Why does UNITAR have this course?
To help you improve your Thinking
Skills 
HOW TO THINK!HOW TO THINK!

7.
1.1 What is Thinking?1.1 What is Thinking?
Why doesn’t SHE like me?
Why doesn’t HE like me?
As you start asking questions and seek answers, you are in fact thinking.As you start asking questions and seek answers, you are in fact thinking.As you start asking questions and seek answers, you are in fact thinking.As you start asking questions and seek answers, you are in fact thinking.

8.
1.1 What is Thinking?1.1 What is Thinking?
Thinking is a purposeful, organizedThinking is a purposeful, organized
cognitive process that we use tocognitive process that we use to
make sense of our world.make sense of our world.

10.
1.3 What is Critical Thinking?1.3 What is Critical Thinking?
WARNING: THIS MAN IS NOT THINKING CRITICALLY!!
Source: http://profmulder.home.att.net/introwhatis.htm

11.
1.3 What is Critical Thinking? (2)1.3 What is Critical Thinking? (2)
“Critical thinking consists of a mental process of analyzing or evaluating
information, particularly statements or propositions that people have
offered as true. It forms a process of reflecting upon the meaning of
statements, examining the offered evidence and reasoning, and
forming judgments about the facts.”
– Wikipedia
“Critical thinking is the intellectually disciplined process of actively and
skillfully conceptualizing, applying, analyzing, synthesizing, and/or
evaluating information gathered from, or generated by, observation,
experience, reflection, reasoning, or communication, as a guide to
belief and action. “
- Michael Scriven & Richard Paul
More Definitions…

12.
1.3 What is Critical Thinking? (3)1.3 What is Critical Thinking? (3)
Critical ThinkingCritical Thinking is the general term given to a wide range
of cognitive and intellectual skills needed to:
Effectively identify, analyze, and evaluate arguments.
Discover and overcome personal prejudices and biases.
Formulate and present convincing reasons in support of
conclusions.
Make reasonable, intelligent decisions about what to believe
and what to do.

16.
1.4 CTS - Clarity1.4 CTS - Clarity
Could you elaborate further on that point?
Could you express that point in another way?
Could you give me an illustration?
Could you give me an example?
Source: http://www.fctl.ucf.edu/tresources/content/Ruland-CriticalThinkingStandards.pdf
Clarity is the gateway standardClarity is the gateway standardClarity is the gateway standardClarity is the gateway standard
Help you
I can,
yes.

17.
1.4 CTS – Accuracy1.4 CTS – Accuracy
Is that really true?
How could we check that?
How could we find out if that is true?
Source: http://www.fctl.ucf.edu/tresources/content/Ruland-CriticalThinkingStandards.pdf
This chickenThis chicken
weighs overweighs over
300 pounds.300 pounds.
A statement can be clear but not accurateA statement can be clear but not accurateA statement can be clear but not accurateA statement can be clear but not accurate
Powerful you
have become,
the dark side
I sense in you.

18.
1.4 CTS –1.4 CTS – PrecisionPrecision
Could you give more details?
Could you be more specific?
Source: http://www.fctl.ucf.edu/tresources/content/Ruland-CriticalThinkingStandards.pdf
A statement can be both clear and accurate,A statement can be both clear and accurate,
but not precisebut not precise
A statement can be both clear and accurate,A statement can be both clear and accurate,
but not precisebut not precise
Size
matter
s not.
Yao Ming isYao Ming is
TALLTALL!!

19.
1.4 CTS –1.4 CTS – RelevanceRelevance
How is that connected to the question?
How does that bear on the issue?
Source: http://www.fctl.ucf.edu/tresources/content/Ruland-CriticalThinkingStandards.pdf
I studied hard all
semester, therefore I
should get A+.
A statement can be clear, accurate, and precise,A statement can be clear, accurate, and precise,
but not relevant to the question at issue.but not relevant to the question at issue.
A statement can be clear, accurate, and precise,A statement can be clear, accurate, and precise,
but not relevant to the question at issue.but not relevant to the question at issue.
You must
unlearn what
you have
learned.

20.
1.4 CTS –1.4 CTS – DepthDepth
How does your answer address the complexities
in the question?
How are you taking into account the problems in
the question?
Is that dealing with the most significant factors?
Source: http://www.fctl.ucf.edu/tresources/content/Ruland-CriticalThinkingStandards.pdf
Grave danger
you are in.
Impatient
you are.
A statement can be clear, accurate,A statement can be clear, accurate,
precise, and relevant, but superficial.precise, and relevant, but superficial.
A statement can be clear, accurate,A statement can be clear, accurate,
precise, and relevant, but superficial.precise, and relevant, but superficial.

21.
1.4 CTS –1.4 CTS – BreadthBreadth
Do we need to consider another point of view?
Is there another way to look at this question?
What would this look like from a conservative standpoint?
What would this look like from the point of view of...?
Source: http://www.fctl.ucf.edu/tresources/content/Ruland-CriticalThinkingStandards.pdf
That is
why you
fail.
A line of reasoning may be clear, accurate,A line of reasoning may be clear, accurate,
precise, relevant, and deep, but lack breadth.precise, relevant, and deep, but lack breadth.
A line of reasoning may be clear, accurate,A line of reasoning may be clear, accurate,
precise, relevant, and deep, but lack breadth.precise, relevant, and deep, but lack breadth.
Headache!
!!
You got 0 marks for
“Participation”, because you
didn’t participate in the
class discussion at all.

22.
1.4 CTS –1.4 CTS – LogicLogic
Does this really make sense?
Does that follow from what you said?
How does that follow?
But before you implied this and now you are saying that;
how can both be true?
Source: http://www.fctl.ucf.edu/tresources/content/Ruland-CriticalThinkingStandards.pdf
Superman sees through anything.
Superman sees through walls.
Superman sees through You.
Superman sees through anything.
Superman sees through walls.
Superman sees through You.
When the combination of thoughts areWhen the combination of thoughts are
mutually supporting and make sense in combination,mutually supporting and make sense in combination,
the thinking is "logical.“the thinking is "logical.“
When the combination of thoughts areWhen the combination of thoughts are
mutually supporting and make sense in combination,mutually supporting and make sense in combination,
the thinking is "logical.“the thinking is "logical.“
May the
force be
with you.

23.
1.4 CTS –1.4 CTS – FairnessFairness
Critical thinking demands that our thinking be fair.
Open-minded
Impartial
Free of distorting biases and preconceptions
Source: http://www.fctl.ucf.edu/tresources/content/Ruland-CriticalThinkingStandards.pdf
Difficult to
achieve, but
you must try!
Fair-mindedness is an essentialFair-mindedness is an essential
attribute of a Critical Thinker.attribute of a Critical Thinker.
Fair-mindedness is an essentialFair-mindedness is an essential
attribute of a Critical Thinker.attribute of a Critical Thinker.

25.
1.5 Benefits of Critical Thinking1.5 Benefits of Critical Thinking
Examples:
Academic Performance
 understand the arguments and beliefs of others
 Critically evaluating those arguments and beliefs
 Develop and defend one's own well-supported arguments and beliefs.
Workplace
 Helps us to reflect and get a deeper understanding of our own and others’ decisions
 Encourage open-mindedness to change
 Aid us in being more analytical in solving problems
Daily life
 Helps us to avoid making foolish personal decisions.
 Promotes an informed and concerned citizenry capable of making good decisions
on important social, political and economic issues.
 Aids in the development of autonomous thinkers capable of examining their
assumptions, dogmas, and prejudices.

26.
1.6 Barriers to Critical Thinking1.6 Barriers to Critical Thinking
If Critical Thinking is so important, why is it that
uncritical thinking is so common?
Why is that so many people including many
highly educated and intelligent people find
critical thinking so difficult?

33.
1.7 Characteristics of a Critical Thinker1.7 Characteristics of a Critical Thinker
Are you OPEN MINDED about other people’s view?
Are you HONEST to yourself (or others) when you are wrong?
Do you have the COURAGE and PASSION to take initiative and
confront problems and meet challenges?
Are you AWARE of your own biases and preconceptions?
Do you WELCOME CRITICISM from other people?
Do you have INDEPENDENT opinions and are not afraid to disagree?
The Force,
I sense is
with you.

34.
1.7 Characteristics of a Critical Thinker1.7 Characteristics of a Critical Thinker
Critical Thinkers Uncritical Thinkers
Have a passionate drive for clarity, precision, accuracy,
relevance, consistency, logicalness, completeness, and
fairness.
Often think in ways that are unclear, imprecise,
inaccurate, etc.
Are sensitive to ways in which critical thinking can be
skewed by egocentrism, sociocentrism, wishful thinking,
etc.
Often fall prey to egocentrism, sociocentrism,
wishful thinking, etc.
Are intellectually honest with themselves, acknowledging
what they don’t know and recognizing their limitations.
Pretend they know more than they do and ignore
their limitations.
Listen open-mindedly to opposing points of view and
welcome criticisms of beliefs and assumptions.
Are close-minded and resist criticisms of beliefs and
assumptions.
Base their beliefs on facts and evidence rather than on
personal preference or self-interest.
Often base their beliefs on mere personal
preference or self interest.
Are aware of the biases and preconceptions that shape
the way they perceive the world.
Lack awareness of their own biases and
preconceptions.
Think independently and are not afraid to disagree with
group opinion.
Tend to engage in ‘group think’, uncritically following
the beliefs and values of the crowd.
Are able to get to the heart of an issue or problem,
without being distracted by details.
Are easily distracted and lack the ability to zero in on
the essence of a problem or issue.
Have the intellectual courage to face and assess fairly
ideas that challenge even their most basic beliefs.
Fear and resist ideas that challenge their basic
beliefs.
Love truth and curious about a wide range of issues. Are often relatively indifferent to truth and lack of
curiosity.
Have the intellectual perseverance to pursue insights or
truths, despite obstacles or difficulties.
Tend to preserve when they encounter intellectual
obstacles or difficulties.

35.
Group ActivityGroup Activity
Break into groups of 4-5, and then discuss, identify and rank the Top 10
characteristics/traits/behaviours of an EXCELLENTEXCELLENT::
1.1. LECTURERLECTURER
2.2. STUDENTSTUDENT
Choose one member of your group to take notes and be the group reporter.
10 min Brainstorm together and identify 10 characteristics for each item above.
(e.g. try to remember the best lecturer(s) you have ever had and then identify
their characteristics…). .
5 min Prioritize and rank the chosen characteristics of each item above according to
importance (e.g. Top 10).
15 min Group presentation & discussion
- The Group reporter must submit their findings in hard copy format after the
class (use template) or soft-copy format to the lecturer before next class.
Dr. Yoda was an excellent
teacher, because he
engaged our mind, had
activities, etc.

36.
SummarySummary
1. What is Thinking? Thinking is a purposeful, organized cognitive process that
we use to make sense of our world.
2. Types of Thinking Creative & Critical Thinking
3. What is Critical Thinking? Critical Thinking is the general term given to a wide range of
cognitive and intellectual skills needed to: Effectively
identify, analyze, and evaluate arguments; Discover and
overcome personal prejudices and biases; Formulate and
present convincing reasons in support of conclusions; and
Make reasonable, intelligent decisions about what to believe
and what to do. Critical thinking skills emphasized in this
course, include: Reasoning, Analyzing, Evaluating, Decision
Making and Problem solving.
4. Critical Thinking Standards Clarity, Accuracy, Precision, Relevance, Depth, Breadth,
Logic and Fairness
5. Benefits of Critical Thinking Academic performance, workplace and daily life.
6. Barriers to Critical Thinking Examples include Egocentrism, Sociocentrism,
Unwarranted Assumptions, Wishful Thinking, and
Relativistic Thinking
7. Characteristics of a Critical
Thinker
Open-mindedness, independent thinking, self-aware,
passionate, insightful, honest and intellectual humility,
intellectual courage, and welcome criticism, etc.